Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
Middle School: 2 Performance Expectations, 2 Disciplinary Core Ideas, 4 Science and Engineering Practices
High School: 3 Performance Expectations, 6 Disciplinary Core Ideas, 3 Science and Engineering Practices
About Teaching Climate Literacy
4.1 Humans transfer and transform energy.
6.5 Social and technological innovation.
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Teaching Tips | Science | Pedagogy |
- Could be used to introduce a variety of technologies currently developed, and follow up with students investigating each at a deeper level.
- This website is useful as background information on clean energy technologies.
- This activity is easy to use by multiple learners.
About the Science
- Interactive provides brief introductions to different clean energy technologies and other ways humans can reduce greenhouse gas emissions.
- Passed initial science review - expert science review pending.
About the Pedagogy
- This website provides easy-to-follow diagrams of clean energy technologies and 'cool facts' about each technology. There are links to videos and additional information for students to learn more.
- Resource is interactive in that users can manipulate the parts and click from page to page, not intellectually interactive.
Next Generation Science Standards See how this Static Visualization supports:
Performance Expectations: 2
MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Disciplinary Core Ideas: 2
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ETS1.A1:The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
Science and Engineering Practices: 4
MS-P1.4:Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.
MS-P1.8:Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
MS-P6.6:Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.
MS-P6.8:Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.
Performance Expectations: 3
HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Disciplinary Core Ideas: 6
HS-ESS3.A1:Resource availability has guided the development of human society.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
HS-ETS1.A1:Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
HS-ETS1.A2:Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities
HS-ETS1.B1:When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
Science and Engineering Practices: 3
HS-P1.4:ask questions to clarify and refine a model, an explanation, or an engineering problem
HS-P1.8:Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations. ￼
HS-P6.5:Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.